Mentoring in school settings: Insights from school principals and pre-service teachers

Abstract

Mentoring programmes have recently emerged as crucial components of professional development in Polish schools, providing essential support for teachers in line with current educational standards. This study focuses on the perspectives and experiences of both pre-service teachers and school principals regarding the role of mentoring in their professional development and learning. Employing qualitative interviews guided by Kvale’s methodology, data were collected from a sample comprising 40 teachers and 33 school principals. The findings reveal shared experiences and needs among school principals and teachers, offering insights into their perceptions, expectations, benefits, challenges, and suggestions for improving mentoring effectiveness. Additionally, both groups advocate for a mentoring approach grounded in constructivism, highlighting its importance in enriching professional development through mentoring initiatives. These insights underscore the significance of adopting constructivist mentoring models to optimise the effectiveness of mentoring programmes in school settings. However, further research is needed to explore the long-term impacts of mentoring programmes on teacher retention, student achievement, and overall school improvement.